Art Analysis Charts

Not only do Kapa’a Middle School Art students learn how to make different types of Art, they learn how to analyze and interpret too! Learning how to process and make sense of a variety of different cultural artworks and styles begins with the right vocabulary and a system for identifying the various parts of a whole. Students worked in pairs to create poster-sized charts that describe, analyze, interpret, and evaluate a variety of Art.

Graphic Organizers

Understanding a work of Art involves peeling away layers to reveal meaning. The process is multifaceted, involving the artist’s intention, the context in which the art was created, and also the personal experience and values of the viewer. Through the process students learned a strategy for approaching artwork (especially works that are unfamiliar or confusing) and also a little more about themselves.

By Julia

3 thoughts on “Art Analysis”
  1. Julia,
    I love this unit. In my school district the art teachers are evaluated using a surreal system that includes parent /student surveys, standardized test scores, observations and data collected to show student growth. Anyway I’ve been racking my brains to come up with a common assessment based on Art Crit. This (or something similar) might be the answer. Would you be willing to share more info about this assignment with me?
    Jody Tinios
    Bethel, CT

  2. Hi Jody,
    Our school district is also adopting a similar evaluation system this year. I’m happy to share anything that might be helpful to you or others… what would you like to know?

    Just off hand, I had already covered the elements and principles of design before starting this lesson, and students referenced notes in their sketchbooks for formal descriptive vocabulary. I also guided my classes through the process by analyzing two other works of art (Van Gogh’s Irises & Charles Demuth’s I Saw the Figure 5 in Gold) with charts in their sketchbooks. This may go without saying, but modeling and reviewing the process together was essential before sending them off to analyze a new artwork independently.
    I based the 4 categories of my chart on Felman’s model of art criticism, which is easy to look up online if you are unfamiliar. I also think it was valuable to have them try to replicate a small version of the artwork (center of chart) because drawing requires them to really look at the artwork and details. Please let me know if you have further questions!

  3. Great info, Julia. It makes more sense now. I think I’ll do something very similar with my 7th graders. Thanks.

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